45-57 Vol 2, No 5 (2011)

Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)

Vol 2, No 5, 2011

45

Working with Vocabulary at Tertiary level in Bangladesh Akhter Jahan

Senior Lecturer

Department of English

East West University

email: [email protected]

Nusrat Jahan

Senior Lecturer

Department of English

Daffodil International University

email: [email protected]

Abstract:

Providing vocabulary instructions is one of the most effective ways through which EFL teachers

in Bangladesh can facilitate the tertiary learners’ development of communicative competence in

English. Because weak knowledge of vocabulary causes learners’ comprehension ability to suffer

and this troubled comprehension creates barriers in achieving the target competence level in all

major skills. Therefore, our present study aims to find out the difficulties that teachers and

students face in teaching and learning vocabulary in English at tertiary level in Bangladesh. The

study has been done through questionnaire survey both from teachers’ and students’ point of view.

And with the help of some statistical tools, the present study concludes that the problem primarily

lies within the vicinity of teaching techniques.

Keywords: Audio-lingualism, lexical set, synonym, antonym, word formation, flash card, EFL.

1. Introduction:

Teaching vocabulary involves not only providing the knowledge of single words as a lexical item or of the

word that consists of more than one item but also how these words can be put into practical usage in

various sentences in several contexts. On the other hand,

learning vocabulary engages the process through which knowledge is built up over a series of varied

acquaintance with the word. The main problem lying with these two tasks are that only a few words and a

small part of what is required can be dealt with effectively at a time in classrooms. When teachers teach

vocabulary in language classes, they can provide only one or two of these meetings. The rest is to be

arranged by the students themselves.

In Bangladesh most of the tertiary students come from Bangla medium background and have very little pre

exposure to English as a foreign language. As a result, it becomes a huge work for the language teachers to

teach their tertiary students the necessary vocabulary items in English within such a short span of this level.

Moreover, without rich vocabulary the students will face various problems in comprehending and

producing the major skills such as listening, speaking, reading and writing in English. Sequentially, they

will not be able to become communicatively competent in the target language. They may even remain far

away from achieving the desired result in higher studies, since most of the reference materials at this level

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Vol 2, No 5, 2011

46

are available in English. From this perspective, the present study has been done through questionnaire

surveys and tends to find out the challenges that the teachers and students have to overcome while working

with vocabulary.

2. Purpose of the Study:

This study is set to find out the barriers to teaching and learning vocabulary in English at tertiary level in

Bangladesh. It further aims to clarify whether the teachers’ ineffective applications of teaching techniques

are responsible in this regard or the students themselves are also accountable for not being able to achieve

their goal.

3. Literature Review:

Vocabulary can be defined as the words that have been taught in a foreign language and a new item of

vocabulary can be of more than a single word expressing a single idea and meaning (Ur, 1996). In the

pursuit of acquiring a Second or Foreign Language, the development of a rich vocabulary is an important

factor. Though the practice of teaching vocabulary was neglected during 1950s while audio-lingualism

prevailed on the methodology followed by language teachers, it came back in 1970s due to the

development of communicative approaches to language teaching (Nunan, 1991). Proponents of this

approach hold that in the early stages of learning and using a Second Language, one is better served by

vocabulary than grammar.

According to Stahl (2005) the knowledge of vocabulary includes not only the definition of that particular

word but also how that word can be used for serving practical purposes. Besides, Lindsay (2000, p. 43)

thinks that “How much of the new vocabulary becomes part of the learners’ vocabulary will depend on how

actively it is used and practiced.” Therefore, while teaching vocabulary the primary emphasis should be

given on the activities which will be practiced in the class.

3.1 Activities for Enhancing Vocabulary:

In order to teach and learn vocabulary in effective ways, it is very important to follow some techniques.

Many of the traditional techniques do not work well because the students who are learning vocabulary in

those procedures forget the meaning of the new terms beyond the tests. So, now-a-days a variety of them

have been mediated by the language teachers to help the students in comprehending and remembering the

new terms. Lindsay (2000) has mentioned the following ways to develop vocabulary:

1. Knowing lexical sets

2. Using synonyms and antonyms

3. Guessing

4. Word formation

5. Remembering words

6. Using a dictionary

Now these techniques are described below:

3.1.1. Knowing lexical sets:




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47

Lexical sets help the adult students in learning a foreign language not through a random collection of words

but rather going through sets of similar words. If each lexical item refers to something that can be

distinguished specifically, the approach will work well. Teachers can introduce brainstorming by asking the

students to think about a particular word in connection with other associated words. (Ur, 1996)

3.1. 2. Using synonyms and antonyms:

Teachers require synonymous words to facilitate students in getting a quick idea of the meaning of the

unknown item because synonyms are one of the best ways to explain the unknown words simply and

quickly. In contrast, learning opposite meaning of words can also be helpful in improving vocabulary.

Teachers have to be careful while they teach antonym of words, as in lexical items there is also a reciprocal

relationship called ‘converseness’ like husband-wife, selling-buying and gradable opposites (i.e. based on

polar extremes like enormous-thin, love-hate etc.)

3.1.3. Guessing:

Guessing as a technique needs proper understanding of the context in which words appear. To comprehend

the context students at least need to have knowledge on vocabulary, parts of speech and word formation to

identify the contextual clues given in a sentence. The students who are at upper-intermediate level can do

better in guessing the meaning of words from a particular context.

3.1.4. Word formation:

To extend learners’ vocabulary and to guess the meaning of words, knowledge of word structure and

forming new words by adding prefixes and suffixes are also important. In the formation of new words, a

wide variety of affixes creates difficulties in learning. It may be helpful to face the problem through

meaning. For example some prefixes like dis-, non-, un- implies negative meaning or opposite words after

adding to the root.

3.1.5. Remembering words:

Words can be memorized in two ways: keeping vocabulary notebooks and using advertising techniques.

Firstly, keeping notebooks is a useful way to keep an eye on the new words. Use of these note books also

helps the teachers to check on students’ efforts to build their own vocabulary. Instead of selecting the words

randomly for a note book, it is better to point out them under some common categories based on lexical sets.

Noting down the pronunciation, parts of speech, common usage and other associations of the words will be

helpful for the students to remember them. Secondly, students can use advertising and selling techniques

like exaggerating the particular image that is invoked by the word, using colored pictures or different colors

to underline new terms and utilizing all the senses, music and songs to remember newly learned items.

3.1.6. Using a dictionary:

Dictionary is first and foremost tool for the students who want to improve their vocabulary through self-

study. Teachers will advise their students to have an English-English dictionary and will help them to

recognize the phonetic and grammatical symbols, grammatical and other abbreviations and the differences

between formal and informal use of words.

Teachers can further suggest their students to use flash cards because those cards “provide not only

multitude of avenues for learning, reinforcement, and drill, but they are fast and fun.” (Stutz, 1992, p.1323).

On the top of that, audio-visual presentation of new words is also very effective in teaching and learning

vocabulary because students can learn the pronunciation and meaning of the new words at the same time




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(Nunan, 1991). Again, Graves (2000, p. 116) refers that once students get interested in playing with words

and language, they will become the ‘word-conscious’ learners who will make words a field of life long

interest.

Further, teachers have to teach different aspects of meaning beside the dictionary meaning or denotation.

They also have to teach connotation i.e. “the associations or positive or negative feelings it evokes, which

may or may not be indicated in a dictionary” (Ur, 1996, p.61) and the appropriateness of the word in a

particular context. In addition to that, Rivers (1968, p. 209) has observed that “Vocabulary for any specific

subject of interest is soon acquired when circumstances demand it.” Lindsay has also advised:

“Students who are learning a foreign language can ignore many words because they will

not need them in order to achieve everyday communication and to express basic needs.

Teachers similarly should distinguish between the vocabulary that their students need for

active use and the vocabulary they need for passive, receptive purposes (for

understanding the gist of a text) […] and spend more time and effort on the meaning and

sound (pronunciation and syllable stress) [...]” (Lindsay, 2000, p. 43)

Similarly, Nation (2005) thinks that while teaching a new word, less important words should be dealt

quickly. More time should be allotted to the words which are used frequently. Therefore, teachers can

administer a need analysis before starting to teach vocabulary in EFL classes. Besides, attention should be

given on learning the correct spelling of the words. So, teachers need to be watchful that all these aspects

are presented properly in language classes during vocabulary teaching.

4. The Study Method:

4.1. The Study Participants:

For the questionnaire survey, one hundred and fifty students and thirty teachers were selected by Simple

Random Sampling (SRS) method from seven private and two public universities in Bangladesh. The

universities surveyed were Dhaka University, Jahangirnagar University, Daffodil International University,

Stamford University, State University, Northern University, Eastern University, East West University and

North South University. The data were collected in April 2011.The teachers who were the respondents had

either taught a particular course on developing vocabulary in English or delivered instructions on how to

improve vocabulary knowledge in their EFL classes. And the students were from various Faculties like

Faculty of Business and Economics, Faculty of Humanities and Social Science and Faculty of Science and

Information Technology.

4.2. Survey Instrument:

To collect primary data, two structured questionnaires were developed following Likert scale with

different satisfaction levels ranging from strongly satisfied (1) to strongly dissatisfied (5). Quantitative

method was applied for analysis. Data were analyzed by SPSS (Statistical Package for Social Science) 12.0

and statistical techniques like; frequency distribution, mean and standard deviation were used.

Both of the questionnaires for teachers and students consisted of eight multiple choice questions. The

questionnaires were pre-tested several times before gathering data. The researchers themselves were

present while collecting data and had explained the terms used in the questionnaires. Both the

questionnaires had some common and some different questions to compare and contrast the opinions of the

two groups.




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49

4.3. Analysis of Students’ Information:

Students’ questionnaire consisted of eight multiple choice items concerning their point of view on both how

to learn and increase vocabulary in English. From the descriptive statistics of the of the considered

variables in case of the students (See table 1.1) it has been found that majority them are dissatisfied with

their knowledge of vocabulary in English at tertiary level (Mean is 4.01). Though they agree that poor

vocabulary knowledge creates problems in learning English (Mean is 1.92), they are greatly diversified

regarding the issue whether learning vocabulary is a lifelong interesting activity (Standard Deviation is

0.92). Further, most of them have agreed with the statement that teaching subject related words would be

helpful for serving their future purposes (Mean is 2.69).

Table 1.1 Descriptive Statistics of the considered variables under study (Students)

Note: A total number of four dichotomous variables with ‘yes’ and ‘no’ choices are excluded from the

table 1.1 because the Mean of the Scores do not reflect any significant value in those cases

Moreover, from the frequency distribution of the considered variables, it can be found that in response to

the first question ‘Are you satisfied with your knowledge of vocabulary in English at tertiary level?’ ,

almost half of the respondents (46%) have replied that they are ‘Dissatisfied’ with their stock of vocabulary.

On the other hand one-fourth of the total respondents (28%) have remained ‘Neutral’ in their opinion (See

Students’ Table: 1.2).

Students’ Table: 1.2

Satisfaction with vocabulary in English at

tertiary level

Frequency Percentage

Strongly Satisfied 0 0

Satisfied 42 28

Neutral 36 24

Dissatisfied 69 46

Strongly Dissatisfied 3 2

Total 150 100

Name of the Variables Total no. of

Observation

Mean of the

Scores

Standard

Deviation

Satisfaction with vocabulary in English at tertiary level 150 4.01 0.03

Poor vocabulary creates problem in learning English

skills

150 1.92 0.50

Learning vocabulary is a lifelong interesting activity 150 3.08 0.92

Teaching vocabulary according to students’ need would

be helpful for future

150 2.69 0.67

The first concern besides knowing the meaning of a

particular word while using dictionary (Learning

pronunciation)

150 1.56 0.87

Valid N (list wise) 150




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After that, we asked the students ‘Do you agree that poor knowledge of vocabulary in English creates

problem in learning the four major skills in this language?’ As Students’ Table: 1.3 shows, more than half of

the respondents (64%) have ‘Strongly Agreed’


Poor vocabulary creates problem in

learning the four major skills in this

language


Strongly Agree 96 64

Agreed 42 28

Neutral 6 4

Disagree 0 0

Strongly Disagree 6 4

Total 150 100

with the statement that poor knowledge in vocabulary obviously creates obstacles in getting mastery over

the four major skills in English, whereas 28% respondents has only ‘Agreed’ with this statement.

The next question to the tertiary students was ‘Do you read any kind of English texts outside the books

referred by your teachers?’ As Students’ Table: 1.4 demonstrates, 58%

of the respondents have replied in the negative.


Reading English texts outside the

references


No 87 58

Yes 63 42

Total 150 100

Fourthly, we asked the students, ‘Do you agree that learning vocabulary is a life long interesting activity?’

Here, 42% have remained ‘Neutral’, 38% have ‘Agreed’ and only


Learning vocabulary is a lifelong

interesting activity


Strongly Agree 12 8

Agreed 57 38

Neutral 63 42

Disagree 18 12


Total 150 100

8% students have ‘Strongly Agreed’. In contrast to that, only 12% of the respondents have ‘Disagreed’ with

the statement (See Students’ Table: 1.5).




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51

Fifthly, we enquired whether they thought teaching vocabulary according to their need would be helpful for

serving their future purposes. Here, as is illustrated in Students’ Table: 1.6, 40% of the respondents have

‘Strongly Agreed’ and 34% have only ‘Agreed’


Teaching vocabulary according to students’

need would be helpful for future



Agreed 51 34

Neutral 6 4

Disagree 18 16


Total 150 100

with the statement. On the other hand, 18% students have ‘Disagreed’ and 6% students have ‘Strongly

Disagreed’ with this opinion.

Sixthly, it was asked ‘Do you use flash cards or note books to increase and maintain your stock of

vocabulary?’ In reply to this question almost three-fourth of the respondents


Using flash cards or notebooks Frequency Percentage

No 105 70

Yes 45 30

Total 150 100

(70%) have replied in the negative that they do not use flash cards or maintain note books to increase their

knowledge in vocabulary (See Students’ Table: 1.7).

Moreover, we also asked the students, ‘How often do you use dictionary?’ Only one-fourth of the

respondents (28%) have said that they ‘always’ use dictionary to look for the


Using dictionary Frequency Percentage

Always 42 28

Sometimes 105 70

Never 3 2

Total 150 100

meaning of new words in English (See Students’ Table: 1.8).

Lastly, we asked them ‘What is your first concern besides knowing the meaning of a particular word while

using a dictionary?’ Here, the students are diversified in their opinion. More than half of the students




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52

(62.7%) have accepted that they look for the pronunciation of a particular word side by side with knowing

it’s meaning from the


First concern besides knowing the meaning

of a particular word while using dictionary


Learning pronunciation 94 62.7

Knowing parts of speech 33 22

Knowing synonym-antonym 23 15.3

Total 150 100

dictionary (See Students’ Table: 1.5). On the other hand, 22% students have answered that they only look

for the synonym-antonym of a particular word while checking it’s meaning in the dictionary. In short, the

analyses of students’ information exhibits that most of the tertiary students of Bangladesh are still not

motivated enough to take necessary steps to overcome their limitations in learning English vocabulary.

4.4. Analysis of Teachers’ Information:

In the teacher’s questionnaire we asked for the language teachers’ opinion on different aspects of teaching

vocabulary to tertiary students in their EFL classes. From the descriptive statistics of the considered

variables in case of the teachers (See table 2.1) it has been gathered that most of the teachers are

dissatisfied with their students’ level of

Table 2.1 Descriptive Statistics of the considered variables under study (Teachers)

Note: A total number of four dichotomous variables with ‘yes’ and ‘no’ choices are excluded from the

table 2.1 because the Mean Score do not reflect any significant value in those cases.

knowledge in vocabulary at tertiary level as the Mean is 4.03 and Standard Deviation is 0.07. So, the

dissatisfaction is consistent since there is very poor deviation in the data. Besides, most of the teachers

have agreed that students having poor vocabulary knowledge face problems in acquiring four major skills

in English as the Mean is found to be 1.26. And a large number of teachers are ‘Neutral’ regarding their

opinion on students level of improvement in vocabulary even after attending the classes (Mean is 3.01 and

Standard Deviation is 0.62).

Name of the Variables Total no. of

Observation

Mean of

the Scores

Standard

Deviation

Satisfaction with students’ level of knowledge in

vocabulary at tertiary level 30 4.03 0.07

Students who have poor vocabulary face problems in

acquiring 4 major skills 30 1.25 0.03

Satisfaction with students’ level of improvement in

vocabulary after attending the class 30 3.01 0.62

The most common activity that you follow while teaching

vocabulary 30 2.19 0.39

Valid N (list wise) 30




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53

Moreover, by examining the frequency distribution of the considered variables in case of teachers various

types of information have been gathered. Firstly, it was asked, ‘Are you satisfied with students’ knowledge

of vocabulary with which they come to tertiary level?’

Teachers’ Table: 2.2

Satisfaction with students’ knowledge of

vocabulary with which they come to tertiary

level


Strongly satisfied 0 0

Satisfied 0 0

Neutral 0 0

Dissatisfied 18 60

Strongly dissatisfied 12 40

Total 30 100

As Teachers’ Table: 2.2 indicates, most of the respondents (60%) are ‘Dissatisfied’ and the rest of the

respondents (40%) are ‘Strongly Dissatisfied’ with the students’ knowledge of vocabulary with which they

come to tertiary level.

Secondly, the teachers were asked to express their opinion about the following statement ‘The students who

have poor vocabulary face problems in acquiring four major skills in


The students who have poor vocabulary face

problems in acquiring four major skills in

English



Agreed 12 40

Neutral 0 0

Disagree 0 0


Total 30 100

English.’ Here, (See Teachers’ Table: 2.3) 60% of the total respondents have ‘Strongly Agreed’ and the rest

of them that means, 40% of the respondents have only ‘Agreed’ with the statement.

Thirdly, we asked the teachers ‘Are you satisfied with students’ level of improvement in vocabulary

knowledge after attending your classes?’ As Teachers’ Table: 2.4 reveals, 56.7% of the respondents are

‘Neutral’ in their opinion regarding the level of


Satisfaction with students’ level of Frequency Percentage




Vol 2, No 5, 2011

54

improvement after attending your classes

Strongly satisfied 2 6.7

Satisfied 4 13.3

Neutral 17 56.7

Dissatisfied 7 23.3

Strongly dissatisfied 0 0

Total 30 100

improvement of the tertiary students even after attending their classes and 23.3% of the respondents have

replied that they are ‘Dissatisfied’ with their students’ progress.

Fourthly, the teachers were asked, ‘Do you conduct any need analysis while teaching vocabulary?’ In

answer to this question a considerable number of respondents (40%) have replied that they do not conduct

any need analysis while teaching vocabulary in EFL classes at tertiary level. (See Teachers’ Table: 2.5)


Conducting need analysis while teaching

vocabulary


No 12 40

Yes 18 60

Total 30 100

Fifthly, we enquired whether the teachers used audio-visual aids while teaching vocabulary. In response to

this question only most of the respondents (86.7%) have answered in the negative (See Teachers’ Table:

2.6). On the other hand, only 13.3%


Using audio-visual aids while teaching

vocabulary


No 26 86.7

Yes 4 13.3

Total 30 100

respondents have accepted that they use audio-visual teaching aids while teaching vocabulary. Sixthly, the

question for the teachers was ‘Do you think teaching correct pronunciation is as much important as the

meaning of a particular word?’ A large number of respondents (83.3%) have agreed that teaching the

correct pronunciation of a particular


Teaching the correct pronunciation is as

much important as meaning


No 25 83.3

Yes 5 16.7

Total 30 100




Vol 2, No 5, 2011

55

word carries as much importance as teaching the meaning of the word (See Teachers’ Table: 2.7).Seventhly,

it was asked ‘Do you usually teach parts of speech, synonym, and antonym of a new word while teaching

its meaning and pronunciation?’ As Teachers’ Table: 2.8 demonstrates, more than half of the total

respondents (53.3%) have replied that they do not usually teach vocabulary in this way. That means they do

not teach parts of speech, synonym-antonym of a new word side by side with teaching its’ meaning and


Teaching parts of speech, synonym-antonym

of a new word while teaching its meaning

and pronunciation


No 16 53.3

Yes 14 46.7

Total 30 100

pronunciation at the tertiary level EFL classes. Lastly, we asked the teachers about the most common type

of classroom activity that they practice while teaching vocabulary. As Teachers’ Table: 2.9 illustrates, more

than half of the total respondents (60%) have replied that they usually follow various kinds of exercises like

fill in the blanks, multiple choice questions, changing parts of speech, make sentence and matching etc. in

the EFL classes to build up students’ vocabulary. Besides, 26.7% of the respondents have said that they

usually start the classroom activity concerning vocabulary learning with ‘guessing meaning from context’

whereas, only a few of the respondents (13.3%) practices the classroom activity like preparing ‘lexical set’.

In brief, the analyses of teachers’ information reveals that most of the teachers are still using the age old

techniques for teaching vocabulary in the EFL classes at tertiary level in Bangladesh.


The most common activity that you practice while

teaching vocabulary


Crossword puzzle 0 0

Drawing picture 0 0

Guessing meaning from context 8 26.7

Exercises (fill in the blanks, MCQ, Matching ) 18 60

Lexical set 4 13.3

Knowing the origin of the word 0 0

Total 30 100

5. Major Findings of the Study:

From the above analyses, it has been gathered that both teachers (40% ‘Strongly Dissatisfied’) and students

(46% ‘Dissatisfied’) are dissatisfied with the tertiary students’ knowledge of vocabulary in English. Even

then, it has been found that the students still do not take the necessary attempts in increasing their

vocabulary knowledge, since 58% students do not read any extra textual material in English to enhance




Vol 2, No 5, 2011

56

their vocabulary stock, only some of them (30%) use flash cards or note books to maintain their knowledge

of words and only 38% of the students consider vocabulary learning as an interesting lifelong activity. As a

result of these lacks of interest ant initiatives, the students do not come across new words very often and

even the words which they have already known. So, most of the words remain to them only as ‘receptive

words’ i.e. the words which readers understand but usually do not use (Nunan, 1991).

Moreover, only a few numbers of tertiary students (28%) have developed the habit of using dictionary

regularly and among them, most of the students (56%) use the dictionary only to look for the meaning. So,

they do not search for the parts of speech or synonym-antonym or different usage of that particular word in

sentences as has been suggested by Lindsay (2000). As a result, their knowledge in vocabulary remains

limited in most of the cases only to the pronunciation of a new word and they do not develop the capability

of using that word in sentences.

On the other hand, from the teachers’ information analysis it can be observed that though almost one-fourth

of the teachers are ‘Dissatisfied’ (23.3%) with their students’ level of improvement in English vocabulary

knowledge even after attending their classes, most of them teach this area without using any audio-visual

aids and have very little variation in classroom activities regarding vocabulary. Sequentially, the act of

learning vocabulary remains quite uninteresting to the students and the students are not motivated enough

to follow their teachers’ instructions. Further, it has been located that though most of the students (40%

have ‘Strongly Agreed’ and 34% have only ‘Agreed’) think that teaching vocabulary according to their

needs would be helpful for them in future, a considerable number of teachers (40%) do not teach

vocabulary following this direction. That means these teachers do not conduct any need analysis while

teaching vocabulary at tertiary level. In these circumstances, whatever vocabulary the students learn they

seldom apply those for serving practical purposes.

6. Implications:

From the above research findings, it can be concluded that most of the EFL teachers in Bangladesh at

tertiary level are still using the traditional techniques to enhance learners’ vocabulary. As a result, the

teachers are not getting the response needed from the tertiary students to improve their knowledge of

vocabulary in English. In short, it can be recommended that:

1. Teachers should do a need analysis before starting to teach vocabulary in EFL classes. Through the

analysis they will be able to know about the students’ specific needs regarding vocabulary.

2. Teachers should keep the explanations of passive words short and simple and they have to

emphasize the learning of active words in the EFL classes.

3. Problem words or phrases should be identified at first from a reading passage and then students

should be encouraged to guess the meaning of the word from the context i.e. in relation to other

words used in that particular sentence.

4. Teachers should introduce audio-visual aids and graphics to make the new words easier to

understand. It will also make the learning process interesting to the students.

5. Teachers will not only encourage their students to use flash cards or note books for enhancing their

vocabulary but also teach them how to maintain those tools. Furthermore, teachers will have to

motivate the students in such a way that the activities of learning synonym-antonym, parts of

speech and the usage of the particular word in sentences become an interesting game to them.

Thus the teachers will be able to prevent the students from memorizing only the meaning of a

particular word.




Vol 2, No 5, 2011

57

6. Classroom activities related to building vocabulary must be kept up-to-date and have full of

variations. Teachers have to give preference to the activities that students like most.

7. News papers can be a very useful source of extra textual materials for both teachers and students

in the EFL classes for teaching and learning vocabulary. So, teachers can use newspapers as a

source of material while working with vocabulary.

References:

Graves, M. F. (2000), “A Vocabulary Program to Complement and Bolster a Middle-grade

Comprehension Program”, in B.M. Taylor, M.F. Graves, & P. van de Bock (eds), Reading for Meaning:

Fostering Comprehension in the Middle-grades, New York: Teachers College Press; Newark D E:

International Reading Association, p.116.

Lindsay, P. (2000), Teaching English Worldwide,California: Alta Book Center Publishers, pp.41-58.

Nation, P. (2005), Teaching Vocabulary. Asian EFL Journal, 7(3). [Online] Available :

http://www.asian-efljournal.com/sept_05_pn.pdf (July 9, 2011)

Nunan, D. (1991), Language Teaching Methodology. UK: Prentice Hall International Ltd, pp.116-142.

Rivers,W.M. (1968), Teaching Foreign-Language Skills. Chicago: The University of Chicago Press,

p.209.

Stahl, S. A. (2005), “Four Problems with Teaching Word Meaning (And What to do to make

Vocabulary an Integral Part of Instruction)”, in E.H.Hiebert and M.L.Kamil (eds), Teaching and

Learning Vocabulary: Bringing Research to Practice. Mahuah, NJ: Eribaum.

Stutz, H. (1992), “Flashcards: Fast and Fun”, Hispania, 75(5),1323. [Online] Available:

http://www.jstor.org/pss/344401 (July 7, 2011)

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge

University Press, pp.60-69.


http://www.asian-efljournal.com/sept_05_pn.pdf

http://www.jstor.org/pss/344401

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